頁籤選單縮合
題名 | 探究取向語文課程之協同探究=A Collaborative Inquiry into the Possibilities of Inquiry-oriented Language Arts Curriculum |
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作者 | 侯秋玲; Hou, Chiu-ling; |
期刊 | 國教學報 |
出版日期 | 20071200 |
卷期 | 19 2007.12[民96.12] |
頁次 | 頁107-133 |
分類號 | 523.33802 |
語文 | chi |
關鍵詞 | 探究取向課程; 協同探究; 語文教育; Inquiry-oriented curriculum; Collaborative inquiry; Language arts; |
中文摘要 | 本文描述研究者與一位國小六年級教師針對語文課程教學的問題與可能性之協同探究,以協同探究方式,將教師習慣的「知識傳遞」教學模式,轉化為以學生為主體進行探究學習之課程經驗,試圖解決教師多年來感覺「師生教學生活不快樂」之困境,並探索語文教育之可能理想面貌。我們共同規劃以「台灣文化」為主軸的課程計畫,並隨時觀察學生反應、評估學生程度以調整實際教學活動,在逐漸成形的課程中,統整語文和社會學科之學習,結合文學、人類學、閱讀、提問、討論對話、思考、寫作與口頭報告於其中。此項協同探究的結果,最明顯的改變是在教師的教學型態和教學目標,以及學生對於學習的熱誠與投入。文末亦論及探究課程對教師之挑戰,提供其他教育者作為借鏡。 |
英文摘要 | In this collaborative inquiry project between a doctoral researcher and a sixth grade schoolteacher, they planned unified themes on inquiry which combined literature, social studies, reading, questioning, thinking, writing, group discussion and oral reports. Both were equally unfamiliar with this type of teaching and inquiry, but the researcher had extensive knowledge of the theoretical underpinnings of the curriculum goals, and the classroom teacher had extensive teaching experience with upper elementary school students. The results of the collaboration show up most vividly in the changes in teaching style and teaching goals of the classroom teacher. The paper will describe the changes from the researcher’s point of view and the teacher’s point of view. There were also dramatic differences in the enthusiasm the students had for their learning. The paper will discuss the difficulties encountered in the inquiry process, and the difficulties in creating projects of this nature in other classrooms. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。